This PPT outlines the requirements for IELTS Writing tasks 1 and 2. It is intended to show students how to improve their writing skills to achieve a certain level, with the focus here ranging from bands 5-8.

1. IELTS Writing Band
Descriptors
What Do Examiners Check?

2. The IELTS
examiner will
mark your writing
according to
these four
criteria:
Each is worth
25% of the total
score.
There are slight
differences
between Task 1
and Task 2.

3. TASK 1
IELTS Writing Exam

4. Task Achievement
Here examiners will check how well a candidate addressed the task.
1) Is a letter or a graph analysis long enough?
• The minimum length is 150 words.
2) Did they answer all the questions required?
• A letter must cover all the bullet points.
• A graph or image description must have an overview (a summary
without details) and the analysis of key trends, supported with
evidence.
• If a candidate didn't mention all bullet points or missed some
important features, they will not get more than 5 for Task
Achievement.

5. Task Achievement
3) Did they use correct tone?
• This is an academic essay, so use appropriate language.
• Avoid saying “I” or “we.”
• Avoid informal language.
4) Is there any irrelevant information?
• Don’t write anything that isn’t strictly necessary. If it isn’t in the
diagram or chart, you don’t need to mention it.
• Never give your own opinion for Task 1.

7. Coherence and Cohesion
The examiner will check how well a candidate can organise his or
her writing.
1) Is there clear progression?
• A graph/ diagram/process analysis needs introduction, overview
and body. Unlike an essay, it doesn't need a conclusion.
2) Is there a variety of cohesive devices?
• A candidate must use different cohesive markers: lexical sets,
pronouns, conjunctions, articles and possessive adjectives.
• It is important to use them wisely: over-use or under-use will
lower the band.
• A candidate won't score more than 6 with slight over-use or
under-use, and won't get more than 5 with a wrong choice or
over-use.

8. Coherence and Cohesion
3) Are paragraphs adequate?
• Paragraphs need to follow the approach "one idea-one
paragraph.“
• Paragraphs should be logical and developed.
• They should be linked together, and internally linked.

10. Lexical Resource
This criterion aims to check candidate's vocabulary choice.
1) Does a candidate paraphrase the task?
• Some students repeat words from the task, which is wrong. They
need to paraphrase: use synonyms or other parts of speech.
• Variety of lexis is the key to get a higher band - a candidate needs "a
sufficient range of vocabulary" to score 7.
2) Is there less common vocabulary?
• Having a variety of less common vocabulary will help boost your
IELTS score.

11. Lexical Resource
3) Are there mistakes in collocation or word choice?
• If a candidate makes only a few collocation mistakes, they can still
score 7 for lexical resource. If they produce more errors, that will
lower the mark to 6, or even 5.
4) Are all the words spelled and formed correctly?
• Examiners will analyse both the quantity and the quality of
spelling mistakes. Are mistakes frequent? Do they impede the
reader's understanding?
• If the errors do not distort the meaning, a candidate can still get
6. If examiners can't understand what was meant, a candidate will
not score more than 5.

13. Grammar
Here examiners check grammar knowledge.
1) Does a candidate use a variety of structures?
• A student can show good knowledge of grammar using not only
simple sentences, but different types of complex sentences (with
relative pronouns that, who, because, where, which, when, if
etc.).
• It may be wise to use Passive Voice (but not over-use),
Conditional sentences, Modals, Complex Object, Inversion,
Participial constructions.

14. Grammar
2) Are there many grammar mistakes?
• Same as with lexis, the quantity and the quality of grammar
errors matter. An essay with a few mistakes that do not affect
understanding can still score 7 or even 8. Frequent mistakes that
impede communication will lower the mark to 5 or less.
• Punctuation is a part of grammar, so a student needs to revise it
while preparing.

16. TASK 2
IELTS Part 2 descriptors slightly differ from the first part.
Examiners will use them to check how well a student can
write an essay.

17. Task Achievement
1) Are there enough words?
• There must be at least 250.
2) Does the essay address all parts of the task?
• A question may have from one to four parts. Each of them must
be addressed as fully as possible.
• Consider the task "Some people think that wild animals should
not be kept in zoos. Others believe that there are good reasons for
having zoos. Discuss both these views and give your own opinion".
An essay about this topic should cover three parts: 1) Reasons not
to keep animals in zoos 2) Advantages of zoos 3) Own opinion. If a
candidate forgets to cover even one part out of three, they won't
get more than 5 for Task response.

18. Task Achievement
3) Is writer's position clear enough?
• A candidate can NOT change his or her opinion while writing the
essay, otherwise, they won't score more than 6.
4) Are arguments and examples good enough?
• Some students use irrelevant examples or weak arguments, thus
getting not more than 6.

19. Coherence and Cohesion
• This criterion is almost identical to Part 1, so an examiner will
check the same questions about progression, cohesive
devices, and paragraphing.
•
The only difference is that in order to get 7, a candidate
should use a topic sentence in each body paragraph, an
introduction and a conclusion. If paragraphs are not always
logical, an essay will not score more than 6.
• For Task 2, you must have:
• Introduction
• 2-3 Main Body Paragraphs
• Conclusion

20. Vocab and Grammar
These Task 2 criteria are absolutely identical to Task 1 descriptors,
so, examiners will check the same issues that I described
above. Variety is of crucial importance, both of vocabulary and
grammar structures.

21. EXAMPLE
Looking at a sample exam question.

22. Example
Look at the following question:
• Some people say that the best way to improve public health
is by increasing the number of sports facilities. Others,
however, say that this would have little effect on public
health and that other measures are required.
• Discuss both of these views and give your own opinion.
Discuss with a partner what you would need to do to fulfil the
Task Achievement criteria.

23. Example
This question requires us to do three things:
1. Discuss increasing number of sports facilities to improve
public health
2. Discuss the view that sports facilities would have little effect
of public health
3. Give our own opinion
If we don’t do all 3 of these we cannot score above a 5 for task
achievement.

24. Example
The difference between Band 6, 7, and 8 is about how we
support our ideas with explanations and examples.
Band 6– Gives relevant ideas but these may not be fully
developed with explanations or examples or the explanations
and examples given are irrelevant.
Example– The main problem causing traffic jams is too many
cars. There are lots more cars these days.
The idea is relevant but they have failed to explain why cars
cause traffic jams or give examples.

25. Example
Band 7- Gives relevant ideas and these are developed with
explanations or examples but these ideas may be too general or
lack focus.
Example- The main problem causing traffic jams is too many
cars. In lots of cities around the world there are lots of cars and
this causes traffic jams. For example, the number of cars
purchased in developing countries is increasing year after year.
This student has presented a clear position, but they have given
a very general explanation and their example lacks focus and is
not specifically linked to the main point.

26. Example
Band 8– Gives relevant ideas and these are developed with
focused and specific ideas and examples.
Example- The main problem causing traffic jams is too many
cars. When we have more vehicles than a city’s infrastructure
was designed for it leads to congestion. For example, Ho Chi
Minh City was designed to cope with around 500,000 cars and
the city now has over 2 million cars, resulting in chronic traffic
problems.
This student has explained their point very well, explaining
exactly why they think too many cars are the problem and given
a very specific and relevant example to prove their point. If you
can’t think of a specific example, make one up. The examiners
are not interested in how factual your examples are, just your
ability to make one.

27. • Take a look at my IELTS help website for more great IELTS
resources.